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Webb's Depth of Knowledge

Presentation for the i3C Conference, Blackfoot, ID June 27 and 28
by

Janet Avery

on 28 June 2013

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Transcript of Webb's Depth of Knowledge

Webb's Depth of Knowledge (DoK)

Presenter - Janet Avery
Curriculum Director, Jerome School District

Learning Targets:
1. Describe difference and Similarities of Webb's Depth of knowledge and Bloom's Taxonomy
2. Describe how to utilize DOK in planning and assessing student learning of standards.
3. Describe the cognitive complexity of SBAC compared to ISAT.
DoK Difficulty
DO NOW:
What is Depth of Knowledge?
SO.. What about BLOOM?
The Four Dok Levels
Level 1: Recall

Level 2: Basic Application of Skill

Level 3: Strategic Thinking

Level 4: Extended Thinking
How is this Different?
THINK - How can DoK and Bloom's both be used when planning instruction and assessment?
What is it?
How do we use it?
What about BLOOM?

Cognitive
Complexity
DoK
IS
Adapted from the model used by Norman Webb,
University of Wisconsin, to align standards
with assessments

Focuses on content standard in order to
successfully complete an assessment/standard
task

Is descriptive, not a taxonomy (BLOOM)

What is Bloom's Taxonomy?
Why do you use it?
What do you THINK
Depth of Knowledge is?
1. Think/Write
2. Pair Share
3. GroupShare
Gather, analyze, organize, and interpret information from multiple sources (print and nonprint) to draft a reasoned report
Analyze author’s craft (e.g., style, bias, literary techniques, point of view)
Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

DOK Level 4 Examples

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—
relate ideas within the content or among content areas
—and have to select or devise one approach among many alternatives on how to solve the problem.

Due to the complexity of cognitive demand, DOK 4 often requires an
extended period of time.




Extended Thinking: Level 4




Compare consumer actions and analyze how these actions impact the environment
Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

DOK Level 3 Examples

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has
more than one possible answer
and requires students to
justify
the response they give would most likely be a Level 3.

Strategic Thinking: Level 3

Compare desert and tropical environments
Identify and summarize the major events, problem, solution, and conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a reading selection
Explain how good work habits are important at home, at school, and on the job
Classify plane and three-dimensional figures
Describe various styles of music

DOK Level 2 Examples

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply
more than one
mental or cognitive process/step.

Skills and Concepts:
Level 2

List animals that survive by eating other animals
Locate or recall facts explicitly found in text
Describe physical features of places
Determine the perimeter or area of rectangles given a drawing or labels
Identify elements of music using musical terminology
Identify basic rules for participating in simple games and activities

DOK Level 1 Examples

DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

Recall and Reproduction: Level 1

What will SBAC Ask?
Look at examples
What do you notice about the DoK levels?
Different from ISAT? How?

DoK level NOT determined by the VERB, but by the context of verb use AND

Depth of thinking required.


The Verb Issue
Same verb—three DOK levels

DOK 3: Describe a model that you might use to represent the relationships that exist within the rock cycle.
(requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2: Describe the difference between metamorphic and igneous rocks.
(requires cognitive processing to determine the differences in the two rock types)

DOK 1: Describe three characteristics of metamorphic rocks.
(simple recall)
e-mail: janet.avery@jeromeschools.org Twitter: @averyteach
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